Professional Documents
Culture Documents
SOCIAL JUSTICE
STANDARDS
THE TE ACHIN G TO L ER A N CE
A NTI-B I A S FR A M E WO RK
ABOUT TEACHING TOLERANCE
Founded in 1991, Teaching Tolerance is dedicated to reducing prejudice,
improving intergroup relations and supporting equitable school experiences for
our nations children.
The program provides free educational materials, including a K-12 anti-bias
curriculum: Perspectives for a Diverse America. Teaching Tolerance magazine
is sent to over 400,000 educators, reaching nearly every school in the country.
Tens of thousands of educators use the programs film kits, and more than 7,000
schools participate in the annual Mix It Up at Lunch Day program.
Teaching Tolerance materials have won two Oscars, an Emmy and dozens of
REVERE Awards from the Association of American Publishers, including two
Golden Lamp Awards, the industrys highest honor. The programs website and
social media pages offer thought-provoking news, conversation and support for
educators who care about diversity, equal opportunity and respect for differ-
ences in schools.
For more information about Teaching Tolerance or to download this guide,
visit tolerance.org.
CONTENTS
Introduction 2
Anchor Standards and Domains 3
K-2 Grade Level Outcomes and Scenarios 4
3-5 Grade Level Outcomes and Scenarios 6
6-8 Grade Level Outcomes and Scenarios 8
9-12 Grade Level Outcomes and Scenarios 10
Acknowledgments 12
The Social Justice Standards support the Perspectives for a Diverse America K12
curriculum. For more information about Perspectives, visit perspectives.tolerance.org.
1. Students will develop positive social identities 6. Students will express comfort with people who
based on their membership in multiple groups are both similar to and different from them and
in society. engage respectfully with all people.
2. Students will develop language and historical 7. Students will develop language and knowledge
and cultural knowledge that affirm and to accurately and respectfully describe how
accurately describe their membership in people (including themselves) are both similar
multiple identity groups. to and different from each other and others in
3. Students will recognize that peoples multiple their identity groups.
identities interact and create unique and 8. Students will respectfully express curiosity
complex individuals. about the history and lived experiences of
4. Students will express pride, confidence and others and will exchange ideas and beliefs in an
healthy self-esteem without denying the value open-minded way.
and dignity of other people. 9. Students will respond to diversity by building
5. Students will recognize traits of the dominant empathy, respect, understanding and
culture, their home culture and other cultures connection.
and understand how they negotiate their own 10. Students will examine diversity in social,
identity in multiple spaces. cultural, political and historical contexts
rather than in ways that are superficial or
oversimplified.
JUSTICE ACTION
11. Students will recognize stereotypes and 16. Students will express empathy when people
relate to people as individuals rather than are excluded or mistreated because of their
representatives of groups. identities and concern when they themselves
12. Students will recognize unfairness on the experience bias.
individual level (e.g., biased speech) and 17. Students will recognize their own
injustice at the institutional or systemic level responsibility to stand up to exclusion,
(e.g., discrimination). prejudice and injustice.
13. Students will analyze the harmful impact of 18. Students will speak up with courage and
bias and injustice on the world, historically and respect when they or someone else has been
today. hurt or wronged by bias.
14. Students will recognize that power and 19. Students will make principled decisions about
privilege influence relationships on when and how to take a stand against bias and
interpersonal, intergroup and institutional injustice in their everyday lives and will do so
levels and consider how they have been despite negative peer or group pressure.
affected by those dynamics. 20. Students will plan and carry out collective
15. Students will identify figures, groups, events action against bias and injustice in the world
and a variety of strategies and philosophies and will evaluate what strategies are most
relevant to the history of social justice around effective.
the world.
I like being around people who are like As children are funneling into her
Diversity 6 DI.K-2.6
me and different from me, and I can be classroom on a Monday morning, Ms.
friendly to everyone. Franklin overhears a conversation
between two students.
I can describe some ways that I am sim- What did you do last weekend? Kev-
Diversity 7 DI.K-2.7
ilar to and different from people who in asks Lisa.
share my identities and those who have My moms took me to the zoo! Lisa
other identities. replies.
I want to know about other people and You have two moms? Do you call both
Diversity 8 DI.K-2.8
how our lives and experiences are the of them Mom?
same and different. I call them Mamma Kendra and
Mamma Sam, Lisa says.
Anchor
Code Grade Level Outcome Anti-bias Scenario
Standard
Justice 11 JU.K-2.11 I know my friends have many identities, Shawna timidly approaches her
but they are always still just themselves. teacher, Mr. Bradley, after school.
She explains that her uncle, who
picks her up from school, frequently
Justice 12 JU.K-2.12 I know when people are treated says negative things about black
unfairly. people, and it has been making her
feel uncomfortable. He says that I
Justice 13 JU.K-2.13 I know some true stories about how shouldnt be friends with Renee and
people have been treated badly because Jeffrey anymore because theyre
of their group identities, and I dont like black, Shawna says, but I love all my
it. friends! Mr. Bradley tells Shawna that
Justice 14 JU.K-2.14 hes proud of her and is sorry that she
I know that life is easier for some
has to deal with something so difficult.
people and harder for others and the
He knows that Shawnas parents would
reasons for that are not always fair.
never approve of the way her uncle is
Justice 15 JU.K-2.15 I know about people who helped stop talking and promises to call them that
unfairness and worked to make life evening to discuss the situation.
better for many people.
Action 16 AC.K-2.16 I care about those who are treated At recess, Joe notices that Stephen has
unfairly. chosen to play with a baby doll. Joe
snatches the doll away from Stephen,
Action 17 AC.K-2.17 I can and will do something when I see saying, Dolls are for girls, not boys.
unfairnessthis includes telling an Anne notices the incident from across
adult. the room and decides to intervene.
Dont be mean to Stephen. Its OK
Action 18 AC.K-2.18 I will say something or tell an adult if that he likes different things than you
someone is being hurtful, and will do or the other boys. How would you feel
my part to be kind even if I dont like if someone told you that you couldnt
something they say or do. play with your favorite truck?
Action 19 AC.K-2.19 I will speak up or do something if peo-
Their teacher, Mrs. Johnson, has
ple are being unfair, even if my friends
taken notice of the situation. Anne is
do not.
exactly right, she says. As long as no
Action 20 AC.K-2.20 I will join with classmates to make our one is being hurt, you shouldnt judge
classroom fair for everyone. someone for what they like.
Anchor
Code Grade Level Outcome Anti-bias Scenario
Standard
Justice 11 JU.3-5.11 I try and get to know people as A class is discussing Csar Chvez
individuals because I know it is unfair and the American labor movement.
to think all people in a shared identity Kelly mentions seeing on TV that
group are the same. most of the clothes sold in the United
States are made in other countries
Justice 12 JU.3-5.12 I know when people are treated where workers arent protected the
unfairly, and I can give examples of way U.S. laborers are. She notes that
prejudice words, pictures and rules. even though worker conditions have
improved in the United States, it
Justice 13 JU.3-5.13 I know that words, behaviors, rules and doesnt mean that we should ignore
laws that treat people unfairly based on injustice elsewhere. She and several
their group identities cause real harm. other students are inspired to go
Justice 14 JU.3-5.14 home and talk to their parents about
I know that life is easier for some peo-
purchasing clothes from companies
ple and harder for others based on who
that practice ethical manufacturing.
they are and where they were born.
They also plan to set up a clothes swap
Justice 15 JU.3-5.15 I know about the actions of people and to help reduce wastefulness.
groups who have worked throughout
history to bring more justice and
fairness to the world.
Action 16 AC.3-5.16 I pay attention to how people (includ- Jessica notices that one of her
ing myself ) are treated, and I try to classmates, Jeremy, always sits alone
treat others how I like to be treated. at lunch. She asks her friend Samantha
if she knows why. Hes gross!
Action 17 AC.3-5.17 I know its important for me to stand up Samantha replies. His family is super
for myself and for others, and I know poor, and hes always coughing.
how to get help if I need ideas on how to
do this. You shouldnt be so mean to him,
Sam, Jennifer responds. You dont
Action 18 AC.3-5.18 I know some ways to interfere if know what his life is like. Its not fair
someone is being hurtful or unfair, and to exclude someone because his family
will do my part to show respect even doesnt have as much money.
if I disagree with someones words or
behavior. Maybe youre right. Im sure it makes
Action 19 AC.3-5.19 him feel terrible, says Samantha. I
I will speak up or do something when I
have math class with him. I can try to
see unfairness, and I will not let others
get to know him better.
convince me to go along with injustice.
Action 20 AC.3-5.20 I will work with my friends and family
to make our school and community fair
for everyone, and we will work hard and
cooperate in order to achieve our goals.
Anchor
Code Grade Level Outcome Anti-bias Scenario
Standard
Justice 11 JU.6-8.11 I relate to people as individuals and While Mrs. Douglas class is discussing
not representatives of groups, and I immigration, some of the students start
can name some common stereotypes I talking negatively about a Latino student
observe people using. in another class, accusing his family of im-
Justice 12 JU.6-8.12 migrating illegally. Julian speaks up, telling
I can recognize and describe unfairness
his classmates that its not appropriate to
and injustice in many forms including
use stereotypes and spread rumors about
attitudes, speech, behaviors, practices
others. Julian tells them that the students
and laws.
family immigrated because they believe in
Justice 13 JU.6-8.13 I am aware that biased words and be- American ideals and feel that the United
haviors and unjust practices, laws and States offers more opportunities. He urges
institutions limit the rights and free- his classmates to respect their decision
doms of people based on their identity and says that the familys status is none of
groups. their business. Life must be hard enough
moving to a strange new country, he says.
Justice 14 JU.6-8.14 I know that all people (including Dont make it harder for him by saying
myself ) have certain advantages and that he doesnt belong. Mrs. Douglas
disadvantages in society based on who affirms Julians sentiments and asks her
they are and where they were born. class to think about how this discussion
relates to the historical distrust and unfair
Justice 15 JU.6-8.15 I know about some of the people, treatment of other immigrant groups, such
groups and events in social justice as those from Ireland or China.
history and about the beliefs and ideas
that influenced them.
Action 16 AC.6-8.16 I am concerned about how people During gym class, Jennys friends are
(including myself ) are treated and feel making fun of a girl in their class for being
for people when they are excluded or fat. Jenny speaks up to tell her friends how
mistreated because of their identities. harmful such speech can be. She calmly
explains to them that a persons weight
Action 17 AC.6-8.17 I know how to stand up for myself and is determined by a lot of different factors
for others when faced with exclusion, and that weight is not necessarily a sign
prejudice and injustice. of good or bad health. She also explains
Action 18 AC.6-8.18 I can respectfully tell someone when that shaming people for their weight is
his or her words or actions are biased ineffective at helping them lose weight and
or hurtful. just makes them feel bad about themselves.
Anchor
Code Grade Level Outcome Anti-bias Scenario
Standard
Justice 11 JU.9-12.11 I relate to all people as individuals rather than Karen notices that many of her
representatives of groups and can identify schools facilities are not friendly
stereotypes when I see or hear them. to those with disabilities.
Many students have difficulty
Justice 12 JU.9-12.12 I can recognize, describe and distinguish navigating the school and are
unfairness and injustice at different levels of often late to class as a result.
society. Karen decides to look into
building plans to determine if
Justice 13 JU.9-12.13 I can explain the short and long-term impact of any accommodations are present
biased words and behaviors and unjust prac- for those in the community with
tices, laws and institutions that limit the rights physical limitations. She forms
and freedoms of people based on their identity a focus group of students and
groups. faculty to come up with effective
Justice 14 JU.9-12.14 solutions to the situation.
I am aware of the advantages and disadvantages
I have in society because of my membership in
different identity groups, and I know how this
has affected my life.
Justice 15 JU.9-12.15 I can identify identify figures, groups, events
and a variety of strategies and philosophies
relevant to the history of social justice around
the world.
Action 16 AC.9-12.16 I express empathy when people are excluded Lee has grown weary of the
or mistreated because of their identities and bullying he sees at his school
concern when I personally experience bias. each day. He discusses his
concerns with classmates,
Action 17 AC.9-12.17 I take responsibility for standing up to exclu- teachers and administrators
sion, prejudice and injustice. to develop a plan to combat
the situation. Together, they
Action 18 AC.9-12.18 I have the courage to speak up to people when plan Mix It Up at Lunch Day
their words, actions or views are biased and to promote a greater sense of
hurtful, and I will communicate with respect cohesion among the diverse
even when we disagree. student body. The day is used
Action 19 AC.9-12.19 to celebrate the launch of a new
I stand up to exclusion, prejudice and discrim-
diversity club, aimed at bringing
ination, even when its not popular or easy or
diverse students together and
when no one else does.
combating baseless animosity
Action 20 AC.9-12.20 I will join with diverse people to plan and through ongoing intergroup
carry out collective action against exclusion, activities.
prejudice and discrimination, and we will be
thoughtful and creative in our actions in order
to achieve our goals.
TEACHING TOLERANCE
Director Maureen B. Costello
Deputy Director Adrienne van der Valk
Senior Editor Monita K. Bell
Writer/Associate Editor Maya Lindberg
Technical Lead Scott McDaniel
New Media Specialist Tiffany Gibert
Manager, Teaching and Learning Hoyt J. Phillips III
Teaching and Learning Specialists Jarah Botello, Lauryn Mascareaz
Research Associate Margaret Sasser
Program Coordinator Steffany Moyer
Administrative Assistant Cecile Jones
DESIGN
Design Director Russell Estes
Senior Designer Valerie Downes
Designers Michelle Leland, Sunny Paulk, Scott Phillips, Kristina Turner
Design Associate Shannon Anderson
PRODUCTION
Accounting Operations Manager Regina Jackson
Purchasing Production Coordinator Kimberly Weaver
CONTRIBUTORS
Principle Writer Emily Chiariello
Contributing Writers Julie Olsen Edwards, Natalie Owen,
Thom Ronk, Sara Wicht
Special thanks to Louise Derman-Sparks, whose goals for anti-bias
education in early childhood provided the foundation for four domains of
the Social Justice Standards.